

iiill^lliHittdj 










LIBRARY OF CONGRESS. 



Chap.. _.. Copyright No. 

Shelf__L_Rj.|?x5' 

UNITED STATES OF AMERICA. 



%fg. 



WORKING SYSTEM 



OF 



CHILD STUDY 

FOR SCHOOLS 



BY 



MAXIMILIAN P. E. GROSZMANN, Pd. D. 



LATE SUPERINTENDENT OF THE SCHOOLS OF ETHICAL 
CULTUKE, NEW ^ORK 




SYRACUSE, N. Y. ^ 

C. W. BAPDEEN, PUBLISHER 

1897 



Copyright, 1897, by C. W. Bardeen 



IRHZS 

.a? 



CONTEN-rS 



Page 
Child study 9 

The new pedagogy 10 

Empiric facts 10 

The larger work 11 

At the Ethical Culture Schools 12 

Admission of pupils 12 

Yariety of tests 13 

Class teacher and specialist 15 

After graduation, 18 

Recording of reports 19 

Memoranda 19 

Pupils' work .20 

Special investigations 21 

In art work 23 

In drawing 23 

In sewing, etc 23 

In geometrical construction 24 

In carpentry work .25 

v^ In shop-work 25 

Different impressions of different teachers 26 

Special talents 27 

School physicians 29 

Advantages of investigations 30 

Relation of health to conduct 32 

Interesting cases 32, 34, 35, 36 

(V) 



VI CHILD STUDY FOR SCHOOLS 

Pag^ 
The period of pubescence. . 37 

Teachers' and parents' meetings 38 

Home reports 39 

Specimen blanks 40, 41 

Specimen reports 42-46 

Frequencies of reports. 47 

General summaries 49 

Difficulty of marking subjects 50 

Keport from the director 51 

Competition 52 

Promotion 53 

Graduation 53 

Specimen reports 55-68 

Conclusion 70 



CHILD STUDY FOR SCHOOLS 



A Working System of Child Study for Scliools 



CMld Study is a new term for an old thing, a term 
which is born out of a new enthusiasm for educational 
advancement. In itself it is nothing new or startling. 
Ever since the beginning of our race, every mother has 
been a student of child nature, — more or less intelli- 
gent, more or less patient, more or less experienced 
and tactful, but still a student. So is every true edu- 
cator, every teacher ; and, indeed, success with children 
at home and in school has been commensurate with the 
efforts and intelligence with which such child-study 
was pursued. He who knew and understood children 
best, even if it were instinctively only, had best success 
as a parent or teacher. 

Not even our modern methods in this field are alto- 
gether novel ; Pestalozzi went to work in almost exactly 
the same manner which is now suggested by child- 
students. 

No doubt, there is a difference between the old prac- 
tice, and the new ; and we can observe, in the develop- 
ment of this new science, the same stages as in the 
evolution of every other branch of human endeavor. 
The empiricism of old is now gradually giving place to 
systematic research, and a scientific method of Child 
Study is beginning to be evolved. Yet it is still an art, 
at least in its direct application to living children, pre- 

(9) 



10 CHILD STUDY FOB SCHOOLS 

cisely as'medicine, notwithstanding its having achieved 
the dignity of a science, still depends largely upon the 
art and skill of the practitioner. But, surely, the 
scientific stimulus, or check, will save the practical 
physician, and teacher, from falling into routine. 

The new pedagogy must be based upon child-study 
— this dictum is very true, indeed. But it must not 
be misunderstood. If we have to wait until the results 
of all the new researches into the nature of the child 
have been embodied in bulky tomes of scientific termin- 
ology, to make the new pedagogy, then long years will 
have to pass. But there is so much material at hand 
that can be used without waiting for codification and 
enrichment, that the new education can begin immedi- 
ately. If we make conscientious use of what we 
already know of the child, we can reform education 
pretty thoroughly. 

It is not necessary to ask so many sets of questions of 
so many thousand children, or parents, or teachers 
record the answers, and draw conclusions, to demon- 
strate that children are imaginative, or imitative, or 
that fear is a bad incentive, etc. All these investiga- 
tions are indeed very necessary, and those who under- 
take this noble work will gradually build up a science 
of child nature. Bat in a general way, we are already 
familiar with the life conditions of a child, and with 
the development of his mind. Only let us make intelli- 
gent use of this knowledge which centuries of educa- 
tional evolution have supplied, but which has only too 
often been disregarded in homes and schools. 

Empiric facts. — As to these empiric facts of child 
study and their intelligent and conscientious use in 



EMPIRIC FACTS 11 

education, a comparison with other classes of empiric 
experience will make our point clearer. It has, for 
instance, been known to everyone since the beginning 
of the time when society was disintegrated into differ- 
ent classes, that the poor are badly housed ; that there 
is overcrowding in their wretched quarters, and lack of 
air and light ; that often the most essential require- 
ments of hygiene are sorely neglected in the tenement 
house districts, that hundreds of thousands suffer from 
cold in winter, lack of ventilation in summer, and want 
of proper nourishment throughout the year. The 
statistics published lately by persons and bodies inter- 
ested in the improvement of the life conditions of the 
pariahs of society, reveal hardly any new facts ; but 
they expose to the public eye the full horror of these 
conditions against which selfishness has shut the eyes 
of men who did not want to see. This new work of 
the social reformists is nothing but a new appeal, 
formidable, because unescapable, to the conscience of 
those classes upon whose good-will social reform mainly 
depends. 

Likewise, modern Child Study derives its principal 
value from the fact that it is, at its best, a new appeal 
to the conscience of parents and teachers in behalf of 
the helpless child whose fate in life will be largely 
determined by their educational efforts. 

The larger work along this new line of pedagogical 
activity — the collection of numerous data, their syste- 
matic arrangement, and the drawing of general con- 
clusions — must be left to specialists in colleges and 
universities. Teachers and parents can help them, and 
must help them, by furnishing data; but their own work 



12 CHILD STUDY FOR SCHOOLS 

is one of a different character. It will be their special 
aim and privilege — not to draw hasty conclusions and 
make rash generalizations on the basis of the scanty 
material which is at their individual disposal, but to 
become more intimately acquainted with the individual 
children for whose future usefulness and happiness 
they are directly responsible. Such work, indeed, must 
be undertaken in all seriousness in each home and 
school, and must be done systematically, and with the 
combined efforts of all those who are in any way Con- 
cerned in the education of any particular child. It goes 
without saying that the results of scientific research and 
generalization, fragmentary as they may be, will be 
found most helpful and really indispensable in studying 
individual children. 

At the Ethical Culture Schools.— In order to illus- 
trate in what manner such systematic study of individual 
pupils for educational purposes may be undertaken in 
a school, the writer may be permitted to call attention 
to the efforts made under his direction in the Ethical 
Culture Schools of New York city. Of course, there 
may be many other and better ways of pursuing this 
work ; but it may be helpful to many to learn in detail 
of a working system, permeating all departments of 
instruction and discipline, that has been elaborated and 
successfully operated in at least one institution. 

Admission of pupils. — As the institution of which 
the writer is speaking differs essentially from most other 
schools, in the scope of its course of instruction, 
and its methods of procedure, as well as in the spirit in 
which the work is undertaken, it is plain that there 
exist no classes absolutely or even approximately par- 



AT THE ETHICAL CULTUEE SCHOOLS 13 

allel to those elsewhere. When a child applies for 
admission, therefore, it is not easy to grade him prop- 
erly, as in each class of this institution there are several 
studies taught with which few applicants are familiar, 
and others which are treated in a manner different 
from the one to which the pupil is accustomed. 

The only thing to be done, then, is to place the child 
in a class which approximately corresponds to his general 
preparation, and degree of maturity. He will thus 
have an opportunity to show to what extent he can 
adapt himself to the nature of the work there, whether 
he is fit to continue, whether he must be re-graded, or 
whether admission must be denied him on grounds of 
mental or moral unfitness. This period of trial extends 
over one or several weeks, as the case may be, and during 
this time the teachers carefully watch the pupil so as to 
be able to form a judgment, tentatively at least. On 
the basis of their reports, the case is decided. 

Yariety of tests. — This method of testing the child 
commends itself as more satisfactory than any other, 
.especially for the reason that the course of study in this 
school, which has been for many years a pioneer insti- 
tution and experimental station of modern pedagogy, is 
much more complete than it is ordinarily found. It com- 
prises, beside the so-called ordinary branches, manual 
training, art work, elementary natural science, etc., in 
a system peculiar to the Ethical Culture Schools, and all 
branches are taught in a manner intended to appeal to 
the pupiPs own activity, and to develop his individuality 
unhampered by convention and coercion. Apart from 
their general educational value, these different branches 
represent so many tests by means of which the child's 



14 CHILD STUDY FOR SCHOOLS 

nature can be probed and his best abilities discovered. 
There are few children that cannot do something 
well ; and while some may never succeed in learning to 
master spelling or the rules of partial payment, they 
may show constructive ability in the shop, or power of 
research in the laboratory, or talent in the line of artis- 
tic creativeness. As soon as the point of vantage — that 
is the work that commands his supreme interest — is 
found, each child, unless abnormally deficient, can 
be reached, and even be made to develop along lines 
which are beset with difficulties. 

It is only by means of a course of study which repre- 
sents approximately all kinds of human activity and 
interest, that all normally capable children can be 
reached, and that those among them can be redeemed 
who would be in danger of mental or moral atrophy 
under a one-sided educational regimen. For it must 
be emphasized again and again — trite as the saying 
may seem — that each child is after all a unit, with ten- 
dencies and capabilities peculiar to itself ; and that all 
children are not fit to be reduced to the same kind of 
common stuff in one universal grind-mill. 

Such variety of tests will give a chance to the pupil, 
who has been admitted on trial in a class. Something 
will surely appeal to him, and reveal his power. And this 
revelation will come the sooner, as the different tests 
will be applied by different individuals ; for into the 
class teacher system there is infused a goodly dose of 
specialist work. While in the lowest grades, the class 
teacher does almost all of the teaching, with a very 
small proportion of specialist work admixed to it, the 
arrangement in the upper grades is such that the 



CLASS TEACHERS AKD SPECIALISTS 15 

teachers, though each presiding over a special class, do 
individually such work in different classes for which 
they are most fitted. There are also a few special 
teachers who are not at the same time class teachers, 
but are in charge of rooms devoted to special work, 
such as the Studio, the Shop, and the Laboratory. 
The aim has been to combine the best features of the 
class teacher system ivith those of the specialization of 
instruction. 

As the sizing up of a child^s individuality by several 
individual observers who represent each a different 
educational influence, seems of great importance in a 
system of child study in a school, and as it forms an 
essential feature of this work in the institution whose 
system is here presented, it will be pardonable to digress 
briefly on the value of this scheme for a better under- 
standing of the child at school. 

Class teacher and Specialist. — It has been claimed 
that only the class teacher has an adequate opportunity 
to study children to advantage, and to bring a powerful 
moral influence to bear on the child, while under a sys- 
tem of specialist instruction, attention and influence are 
scattered. The class teacher, it is said, has fewer chil- 
dren to observe, and more time and occasion for obser- 
vation. 

This argument impresses one as delusive. A compe- 
tent observer will not need to be in constant contact 
with a child to judge correctly. On the contrary, con- 
stant association with people dulls our sensibility towards 
many traits which are indeed noteworthy, simply because 
we get used to them, just as we cease to be aware of 
the ticking of a clock in our room if this continues 



16 CHILD STUDY TOR SCHOOLS 

daily. Among educators is it not fully understood that 
even well educated parents often know much less of 
their children than an intelligent teacher^ even though 
the parent's appears to be the larger opportunity ? 

What advantage there is in a longer period of obser- 
vation, extending through successive stages of develop- 
ment on the part of the child whose manifestations will 
really appear to change with the years, revealing now 
this and now another characteristic — is indeed the 
specialist's opportunity, as he will meet the pupil for 
several years in his advance through different classes, 
thus observing these various phases of externalization 
of the child's psyche. 

If, then, it be suggested that the class teacher should 
be promoted with the child through successive classes, 
several serious objections present themselves. The 
teacher has as much an individuality of his or her own 
as the child. Who will warrant that the two individu- 
alities will fit together and will establish a harmonious 
relation ? Even if there be a sympathetic bond, one of 
mutual love and respect, the influence which the teacher 
will exert over the pupil may not in every instance be 
altogether wholesome if it be exclusive. 

For even the best teacher is one-sided ; in fact her 
very strength will depend on her predominant interest. 
Even the best teacher, then, has preferences and dis- 
likes ; and the stronger her personality, the greater is 
the danger that she will subjugate the child's individual- 
ity and impress her own nature on the child. And that is 
wrong, be her nature ever so noble, for it is the child's 
birthright to preserve his own personality. The seem- 
ing paradox of Dr. Harris, ^' Of course the teacher must 



CLASS TEACHERS AI^D SPECIALISTS 17 

be an example, but she should be careful that no one 
follows her ^^, contains a great truth*. 

At best, in the points of intellectual or moral con- 
tact between teacher and pupil, exaggerated enthusiasm, 
bordering on sentimentality, will be developed, while 
other faculties of the pupiFs soul may become stultified 
from lack of stimulation. 

But are there not instances only too numerous when 
pupil and teacher did not understand each other ? 
When two opposite natures were thrown together ? 
Each teacher will estimate a child from her own point 
of view ; for the truly generous and impartial judges 
are few and far between ; and this individual point of 
view may be, and is in many cases, even with very con- 
scientious teachers, the source of much unintended and 
unconscious injustice on the one hand, and of unhappi- 
ness and perversion on the other. 

Here again, in the point of ill-contact, exaggera- 
tions of faults and peculiarities, sometimes bordering 
on mutual hatred, will be the natural consequence, and 
pupil and teacher will be unable to '^ get along " with one 
another. If a pupil were doomed to be under the direc- 
tion of a teacher whose sympathies and appreciation are 
not with him, for even more than a class term, his whole 
nature might become distorted and his fate put to hazard; 
at least he could not develop his own best qualities and 
thrive healthily. If such direction is exclusive, even 
the shortest period of influence is too long. 

It is altogether different when the child comes in 
contact with more than one teacher simultaneously, all 

* School Journal (New York) August 35, 1894. 



18 CHILD STUDY POR SCHOOLS 

of them representing different activities, tendencies, 
and moral and mental attitudes, temperaments, and 
ideals, each of them carrying with her a different atmos- 
phere of human thought and reaction. Then the child 
will be observed from more than one standpoint ; and if 
care is taken that there is an exchange of opinion and a 
comparison of notes under systematic direction, the 
child will, to the minds of the observers, stand out in 
bold relief, as it were, in his complete bodiliness. The 
observations of one will be supplemented, and perhaps 
oorrected, by the others, and a juster appreciation of 
the child^s real nature is possible than by any other 
method. 

It will thus be seen that the first reports from the 
different teachers on a pupil placed on trial in a class, 
will really be of value in determining his place in school. 

After gradation. — When the pupil is once definite- 
ly graded the reports from all the teachers are continued, 
at irregular intervals, as often as anything impresses the 
observer as noteworthy, or whenever puzzling develop- 
ments occur, or in case special reports are requested. 
Each report is written on a special card and handed to 
the director of the school, who carefully reads and 
eventually annotates it. Some reports may then be 
referred back to the teachers who wrote them, for fur- 
ther investigation ; or to another whose attention the 
director wishes to call to certain interesting facts which 
may require special cooperation. Other reports are 
otherwise referred, or talked over with the pupils 
directly, or with the parents, etc. Then they are 
filed. 



REPOET CARDS 19 

Recording of reports. — For this purpose there is 
a large cabinet (card catalogue file), with a special 
drawer for each class, where the pupils' cards are al- 
phabetically arranged. For each pupil there is a blue 
guide card, on which his name, date of birth, parents' 
name and nationality, address, the schools he has 
attended, and other information obtained from his 
application blank, are carefully written down. The 
report cards themselves are of handy size, white for the 
boys, and buff for the girls. On each card, space is 
left for the name of the pupil, name of the reporting 
teacher and the date of the report. Each is perforated, 
and a removable rod fastens all the cards of a class 
together in one compartment. Each set can so be read 
easily, like the pages of a book, and the entire set, or 
the cards of a particular child, or a single card, can be 
conveniently removed for reference, annotation, or 
rearraDgement. All special reports, detention slips, 
and home reports are so arranged that they can be filed 
chronologically with the other report cards of the 
children. 

Memoranda. — In addition to these card reports, 
there are kept on file copies of 'letters to and from par- 
ents ; newspaper clippings which happen to give infor- 
mation of a pupil or his family ; samples of the pupils' 
work, etc. Special reports on the entire grades are 
also handed in by the different teachers, classifying the 
children under convenient heads as regards their talents 
and deficiencies. 

The following headings have so far suggested them- 
selves : 



20 CHILD STUDY FOR SCHOOLS 

(1) Defects of hearing, (16) Lack of concentration, 

(2) Defects of sight, (17) Progressing (mentally), 

(3) Defects of speech, (18) Retarded development, 

(4) Ear-mindedness, (19) Leaders, 

(5) Eye-mindedness, (20) Imitators, 

(6) Literary talent, (21) Neutral, 

(7) Manual efficiency, (22) Morally deficient, 

(8) Artistic nature, (23) Prigs, 

(9) Observant children, (24) Impulsive, 

(10) Growing (physically), (25) Passive, 

(11) Retarded growth, (26) Obstinate, 

(12) Healthy, (27) Lazy, 

(13) Delicate, (28) Bad spellers, 

(14) Nervous, (29) Musical, 

(15) Attentive, (30) Peculiar or exceptional. 

A chart with all the children of a class grouped under 
these heads, or a set of such charts, made up by the 
different teachers of a class in this way, will prove ex- 
ceedingly helpful in matters of individualizing instruc- 
tion and discipline. Of course, owing to the variations 
and fluctuations in a child's development, new charts of 
this kind will have to be written out from time to time 
to follow up these periodical changes. Of the medical 
records which supplement all this work, mention will 
be made later. Special notes are also kept of the obser- 
vations which the care-takers make during the games 
at recesses, during the regular excursions which are 
undertaken to the museums, parks, etc., and on vaca- 
tion trips to the country in summer, arranged for groups 
of children by the school, as then, in view of the greater 
freedom the children enjoy on such occasions, much of 
the otherwise hidden portion of their nature will be 
revealed. 

Pupils' work. — Then there is, for handy reference, 
kept on file a colleGtion of pupils' worTc in all depart- 
ments, filed monthly in cabinets arranged for this pur- 



PUPILS' WORK 21 

pose : compositions, mathematical exercises, drawings, 
models, reports on scientific experiments, samples of 
manual work, etc. All of these specimens are carefully 
studied and compared, not only in order to control the 
work of the school in general, but specifically with a 
view of ascertaining the peculiar condition of each 
pupil along these different lines of his activity. 

Some of the compositions are so devised as to give par- 
ticular information, very much like the tests made on 
large numbers of children by child-students ; but while 
these latter are intended to yield general results, the 
tests here referred to aim at a better knowledge of the 
individual child. Among the themes given out in this 
way are the following : descriptions of favorite char- 
acters in fiction ; description of real persons as met in 
the streets, at home, etc. (the milkman, the grocer, and 
the like) ; The first thing I remember ; What I want to 
do during vacation ; What I hope to do when I am 
grown up. 

Special investigations are made from time to time, 
mainly with a view to obtain such information as will 
help in determining the principles upon which a rational 
course of study can be based. Thus, data have been 
collected with reference to the problem as to whether 
hoys and girls should he given the same hind of worTc in 
manual training. Some of the results were summed 
up by the writer elsewhere*, and he may be permitted 
to quote some of the more generally interesting state- 
ments : 

''The work of the boys is stronger, firmer, more 

* Teachers' College Bulletin (New York), March, 1896. 



22 CHILD STUDY FOR SCHOOLS 

practical ; my theory is that they possess a better appro- 
ciation of shape and purpose, and that they show more 
originality. The girls, however, do neater work, moro 
accurate in details, more artistic or more decorative, 
while they are less constructive and somewhat weaker 
in execution. ' 

^' Without wishing to base large generalizations on. 
these few facts, I feel safe in saying, even at this early 
stage of investigation, that they seem to prove a differ- 
entiation of aptitudes in the two sexes, even in young 
children. This differentiation is determined by two 
factors : First, the sphere of mterest. This being some- 
what different in boys from what it is in girls, it would 
seem natural that their manner of work should vary 
accordingly. Second, the difference of physical strength* 
Practical teachers know that in many instances the 
physical strength necessary for doing any kind of 
manual work is a matter of very slow growth in both 
sexes, and that things which appear to be easy for older 
children are often very difficult for children of six, 
seven or eight years of age, from lack both of strength, 
and of power of concentrated attention and co-ordinated 
muscular activity. Considering that the physical de- 
velopment of boys differs from that of girls in point 
of strength and concentration, it seems only natural 
that their work will be largely influenced by these con- 
ditions. 

*'0n the basis of these observations I will venture to 
outline a few practical suggestions which, it seems to 
me, ought to be considered in arranging the course of 
study in schools where manual training has been intro- 
duced. 



SPECIAL INVESTIGATION'S 23 

*' (1) In art work it does not seem necessary to make 
much difference between the two sexes, at least in 
elementary grades. There should be some kind of 
difference made in the higher grades, but what its 
character should be is as yet difficult to determine. I 
have found that the boys select more (jharacteristio 
models for modeling ; for instance, that they desire to 
model strong features, faces of a decided character, 
while even here the girls prefer decorative models. But 
to what an extent a general statement can be made on 
this basis appears doubtful at the present time. 

^^ (2) Even with regard to constructive draiuing 
(geometrical and architectural drawing) it seems that 
little difference between boys and girls need be made. 
The observations of our teacher of mechanical drawing 
have shown that in this branch the girls are apt to do 
very neat and accurate work. 

^'^(3) As to sewing and the domestic arts in general, 
it appears advisable to confine that work largely to the 
girls, in the first place because the home constitutes 
the principal sphere of interest for women, and secondly, 
because the work in the domestic arts requires relatively 
less physical strength than the work of the shop. Boys, 
especially the older ones, take very little interest in 
work which does not require the application of their 
full strength. Nevertheless they should not be excluded 
from sewing. In the two lowest grades of this school 
at least, the interest of the boys in this work is indeed 
equal to that of the girls. Later on the boys do not 
care for the same work in sewing as the girls, but it is 
likely that their interest would be aroused by giving 
them — as has been done in some places — tents, or sails 



24 CHILD STUDY FOR SCHOOLS 

for sail-boats-, to sew ; in other words, such tasks as 
would fall within the limits of their natural sphere of 
interest. 

'^ (4) In geometrical construction proper, I see no 
reason why boys and girls should not do exactly the 
same work. For instance, in card-board geometry and 
the combination of geometrical solids into models of 
engineering-work (work done in the Ethical Culture 
schools) — I cannot see why girls could not do as well as 
boys. In fact, the girls should be given an opportunity 
of learning as much as they can of machines, because 
even in every-day life a woman will be brought into 
contact with a great many problems requiring such 
knowledge. It is not only the sewing machine and the 
boiler in the kitchen, but a great many other mechani- 
cal contrivances with which a modern girl has need of 
becoming thoroughly familiar for her performing in 
the best manner the duties which will confront her in 
ordinary life. We may hope that then a woman will 
herself create a number of labor-saving contrivances the 
need of which is even now keenly felt in every house- 
hold. 

'^ (5) Regarding other constructive work, almost the 
only kind applicable in the girls' classes appears to be 
the elementary carpentry work which we do in our 
lower grades. In the past, girls have done too little 
constructive work along these lines ; women who have 
had a good chance of doing some work of this character 
with their brothers when they were young, have told 
me how much they were benefited by it. Girls might 
well learn to make some familiar articles of wood and 
wire, as furniture for dolls' houses and the like, and it 



SPECIAL INYESTIGATIONS 25 

does not seem at all necessary to separate boys and girls 
in this work. 

*^In addition to this it appears advisable that a small 
quantity of real ^hop-wOrh should be given to girls. 
Simple hammering, the driving of nails, is an art which 
many a woman would learn to great advantage. Then 
artistic wood-carving, provided the wood which is used 
is light enough so that it does not require too much 
physical strength, seems to be quite in the line of girls, 
while the more difficult and heavier carpentering and 
metal work is fitly reserved for the boys. 

>/* The question whether different kinds of work should 
be given to boys and girls, is merely a part of a much 
larger problem regarding which we as yet know very 
little. The larger problem is the study of sexual differ- 
ences, both physiological and psychological, between 
boys and girls. At the present time, when the woman^s 
question is receiving such large attention from all points 
of view, when the claim is advanced that there is practi- 
cally no difference between man and woman, the prob- 
lem whether there is any such difference, and how early 
and in what direction it asserts itself, becomes more 
and more urgent. It has been shown that in the period 
of adolescence, at any rate, boys and girls do differentiate 
to such an extent that not only their manual work but 
the whole range of their activities as well as their treat- 
ment should in some way be different. Many questions 
have been proposed in regard to this problem, many 
experiments have been made, and many tests have been 
introduced ; and yet we are at the present time almost 
as ignorant with regard to it as we were ten years ago." 



26 CHILD STUDY FOR SCHOOLS 

How differently children impress the different 
teachers, becomes very evident from these reports. 
There is the case of a boy whose power of memory was 
reported very weak by one, very strong by another 
teacher. The former was teacher of history, the latter, 
of natural science. It came out that in history, the 
boy^s mechanical memory, the learning of dates, had 
been referred to — and that was his weak point, while 
he could well remember the sequence of experimental 
tests in laboratory work. Contrasting the reports on a 
few other children, we have the following : 

A girl : thought excessively dull by one, only shy by 
another teacher. 

A girl : Coarse with one, fine emotions with another. 

A boy : Shy in the presence of one, insolent to an- 
other. 

A boy : dignified, respectful, and respected according 
to the reports of one ; full of mischief — he, with two 
other boys, always the source of any class disorder, with 
another. 

A boy : Easily controlled by one ; uncontrollable and 
demoralizing in the lessons of another. 
* Of course, these contradictory statements are indica- 
tive of the different conditions under which the pupil 
is observed ; also of the effect of the personality or the 
efificiency of the teacher, of the class atmosphere, the 
character of the work, etc., and re-adjustment is needed 
which will become possible through a frank exchange 
of opinions on the part of the teachers. 

A similar discrepancy may be observed with regard 
to the child's attitude at home and in school. It is quite 



SPECIAL TALENTS 27 

instructive to contrast the reports of parents with those 
of the teachers as preserved in these records. Following 
are a few examples : — 
Child as reported from home Child in school 

conscientious, careless. 

brilliant, well meaning, but backward 

and rather dull. 

full of application, lacking application. 

depraved ( !) very good and reliable. 

passionate, self-controlled. 

It may seem difficult to harmonize such diametrically 
opposed statements, and yet they indicate nothing but 
different reactions of the child upon different environ- 
ments, and if studied with a satisfactory knowledge of 
the determining factors, they will serve to illuminate 
the secret recesses of the child soul, and lead towards a 
better understanding of its needs. 

Special talents.— The discovery of special talents 
with the help of the diversified course of study, and of 
the special teachers as the representatives of the mani- 
fold human activities, has been alluded to above. Artis- 
tic natures among children are perhaps most benefited 
by this course, as they in consequence of their artistic 
temperament, often cut an awkward figure among their 
comrades. 

There is the case of a poor boy, E., now eleven, who 
is rather small for his age, restless, mischievous, often 
in trouble — a weak nature. His work in the ordinary 
branches is on the whole satisfactory, but he is inexact 
in manual execution ; gifted, however, beyond the ordin- 
ary in art. 



28 CHILD STUDY FOR SCHOOLS 

Another boy, now fifteen, is the nephew of a well- 
known author, and the inherited talent manifests itself 
in him in the direction of artistic ability. The boy is 
really a remarkable painter, considering his age, with a 
most wonderful feeling for beauty of form and color. 
But there is a peculiar absence of steadiness, evenness, 
and '^zielbewusstsein". The boy is thoroughly bohe- 
mian in nature — he is interesting, but weak. His liter- 
ary compositions vary from excellent to poor. He is 
bright in mathematics, but, like an older sister who was 
formerly a pupil of the school, he often lacks impetus 
in his ordinary work. 

A peculiar case was that of a girl whose physique was 
as heavy as her mind. She was apparently very dull 
and more than once a candidate for dismissal. She 
was decidedly non-linguistic and non-literary ; gram- 
mar and composition were utterly beyond her. But 
she showed astonishing reasoning power in the discus- 
sion of historical and ethical questions. On the manual 
side, she was particularly good in the millinery work of 
the Seventh Grade, and finally developed a most start- 
ling efficiency in designing. As she had reached her 
sixteenth year, she was withdrawn and put to work with 
a milliner ; her case was certainly interesting, showing 
slow development and unexpected possibilities. 

There are many children who manifest from the 
kindergarten up decided manual tendencies, combined 
with inefficiency in linguistic expression and logical 
reasoning. On the other hand, there are such whose 
power of expression is pre-eminently of a literary nature ; 
whose thoughts soar up to heights of abstract problems, 
while they are awkward, and often a total failure. 



SCHOOL PHYSICIAN-S 29 

whenever their hands are employed. While education 
will take advantage of these indications of supreme in- 
terest, it will become necessary to make attempts, at 
least, to use this interest as a point of vantage gradually 
to reach further down and awaken dormant faculties. 

It needs no long explication that the majority of 
children exhibit more or less complex combinations of 
faculties and tendencies; but in few cases will there 
not be found some special avenue through which it will 
be easiest to reach the psyche of an individual child, 
even though this psyche may too often seem timidly to 
vanish away from the searching probe of the teacher. 

School physicians. — A most valuable help in this 
study of individual children is rendered by the school 
physicians, of whom there are two. On entering a child, 
parents are requested to fill out the following blank 
which is intended to give information as to the child^s 
physical history. 

Date 

Child'' s History 

Name Date of birth 

Condition of father's health. 

"■ "mother's " 

(If parents are dead, state cause of death) 

Is there any hereditary disease in the family ? 

Is the child's general health good ? 

Has the child always had good iiealth ? 

Mention all the diseases it has had 

Has the child ever had any of the following troubles ? 
Asthma, Fits, 

Shoi'tness of breath, Eupture, 

Bronchitis, ' Spinal disease, 

Spitting of blood Hip disease, 

Pleurisy. ' Sleeplessness, 

Pneumonia, Headache, 

Heai't disease, Neuralgia, 

Palpitation of the heart, Dizziness, 

Kidney trouble. Dyspepsia, 

Epilepsy, Habitual Constipation, 

St. Vitus Dance, Jaundice, 

Rheumatism, Chronic Diarrhoea. 

Paralysis, 



30 CHILD STUDY FOR SCHOOLS 

Has the child ever had any injury or undergone any surgical operation ? 
How much time spent in the open air daily ? 
How many hours sleep ? 
Any additional remarks. 

With this information at their disposal, the physi- 
cians measure and examine all pupils at regular inter- 
vals. The following data are obtained : Height in 
inches (without shoes) ; weight in pounds (with cloth- 
ing reduced to a minimum) ; girth (in centimeters) 
over the skin of neck, right and left arm, right and left 
calf, and chest before and during inspiration, respect- 
ively expansion ; antero-posterior and transverse diame- 
ters of the chest, and, in cubic inches, the lung capacity. 
Apparatus used are a height measure, scale, tape- 
measure, calipers, and spirometer. An examination of 
heart, chest, lungs, spine, etc., complete the test. 

The advantages of these investigations are manifold. 
First of all, they enable the physicians to discover incip- 
ient diseases. The following case is particularly inter- 
esting. The report is that of a colored girl who at the 
date of the first measurement was fifteen years old. 
The following will show comparatively the data of two 
measurements, at an intermission of one year. 

Date Nov. 10, 1891. Nov. 11, 1893. 

Height (inches) 59.1 59.1 

Weight (lbs.) 93 89. 

Girth neck (cm.) 27.5 29.3 

Girth right arm (cm.) 18.1 19.3 

Girth left arm (cm.) 17.6 18.5 

Girth rightcalf (cm.) 29.6 31. 

Girth left calf (cm.) 29.3 30.3 

Girth chest (cm ) 65.5 73. 

" full......... (cm.) 73.5 77. 

T. D (cm.) 31.3 31. 

A. P. D (cm.) 18.3 15. 

Capacity of lungs (cu. in.) . . .95 90. 

It will be seen from a comparison of the two columns 



SCHOOL PHYSIOIAN^S 31 

that while the girths show a general increase, owing to 
natural development, the girl did not gain as much as 
one-tenth of an inch in height, which means that her 
growth had been arrested during the past year, and sev- 
eral important measurements show a decided decrease. 
In weight she had lost three pounds ; the difference 
between the chest measure before and after inhal- 
ation is reduced from seven to only four centimeters ; 
the diameters, especially the antero -posterior diameter, 
show a decided decrease, and the capacity of the lungs 
is reduced from 95 to 90 cu. in. 

At the time of the first measurement, the girl was 
found to be in normal health ; the alarming discrep- 
ancy of the first and second series of figures, however, 
led to an immediate and thorough examination, and 
the school physician recorded the following diagnosis : 

Heart trouble ; miti-al insufficiency and hypertrophy of left ventricle. 
Has probably from her history had rheumatism in the past year of which her 
heart trouble is the consectuence. 

Treatment was prescribed, but it was perhaps too late. 
Curiously enough, the child denied having suffered 
from rheumatism, but scarcely two months later she 
had to leave school on account of inflammatory rheu- 
matism. 

This instructive case induced the writer to institute 
the measurements at shorter intervals (at present from 
three to four times a year), as thus incipient disease 
will be more speedily detected ; and in quite a num- 
ber of instances, success has crowned these efforts. 
Among the physical defects the progress of which was 
checked in this manner, or to which timely attention was 
directed so that proper treatment could be administered. 



32 CHILD STUDY FOE SCHOOLS 

may be mentioned tuberculosis, appendicitis, scoliosis, 
diseases of eye and ear, adenoid vegetations, chorea, 
grand mal, a large number of different neurotic troubles, 
etc. 

In passing, it should be mentioned that by this careful 
supervision of the children's physical condition by the 
school physicians and the teachers whose observational 
powers had been stimulated and educated in this direc- 
tion, the spread of contagious diseases was effectually 
kept under control whenever there was danger of an 
epidemic, so that even at times when measles, diphtheria, 
or other treacherous maladies were raging all about 
the school, the latter remained almost completely free 
from infection. 

Relation of health to conduct. — But in connection 
with child study work proper, the cooperation of the 
physicians became indispensable. Mental and moral 
deterioration is so often merely the result, concomitant, 
or symptom, of physical defect or changes, and needs 
treatment rather than punishment, that the writer is in 
the habit of consulting the physician in all cases when 
detrimental reports reach him from the teachers, before 
he takes any other step. Of course the cooperation of 
the parents will often become necessary, and few of 
these will be found reluctant to listen to reason. 

Cases of this kind are so interesting and instructive 
that a few may be here described. 

(1) A girl of eleven. — The reports of the teachers may 
be summed up as follows : Below the average in reading ; 
no mind for mathematics ; careless in manual execution. 
Poor work in sewing. Unable to give an intelligent 
answer. Little power of attention. Lacks self-control 



RELATIOI^- OF HEALTH TO COiq"DUCT 33 

and is very emotional. Restless and absent-minded. 
A disturbing element ; somewhat quarrekome. In ex- 
citement, gesticulating wildly. Suffering from head- 
aches. No mental or moral backbone. 

An investigation of her home surroundings showed 
that they were very unfortunate. The father is of violent 
temper and sometimes given to drink. The lodgings 
have little light and air, and the people being very poor, 
there is lack of nourishing food. The physician dis- 
covered hereditary traits of degeneration (roof of mouth 
too high and narrow ; dental arch shows deformity in 
upper and lower jaw ; teeth close at the edges — front 
teeth meet, lower jaw too far forward). The girl has 
had epileptic attacks ; is easily startled, timid. Has 
bad dreams, of death of relatives, or accidents. Both 
nasal passages are obstructed ; child a mouth-breather. 
Body too moist, perspires too freely ; chronic constipa- 
tion. 

Prom all this it might appear that the case is nearly 
hopeless. Yet, it was observed that the girl gave evi- 
dence of a certain motherly instinct which made her 
very helpful with the younger children in her class. 
This trait was taken advantage of. Besides, the teach- 
ers were encouraged by their experience with an older 
sister, who after passing through similar symptoms, 
and severe attacks of hysterics during period of pube- 
scence, was finally coming out fairly well — not a bril- 
liant scholar, to be sure, but of average ability along 
certain lines, and peculiarly interesting along some. 
She is sadly deficient in language and history, but good 
in mathematics, art, and manual work. Her character 
is particularly remarkable. Indeed, there are pessimis- 



34 CHILD STUDY FOR SCHOOLS 

tic and crude traits, but coupled with these is a loving 
and grateful disposition, an intense love of beauty, and 
exceptional literary perception. Her younger sister's 
motherly instincts reappear in her in the form of a 
desire to become a kindergartener. The younger girl, 
by the way, is now, since she has reached puberty, 
giving evidence of a healthier development. 

(2) Another girl of eleven.— 1l\iqxq is another inter- 
esting case of a girl who was eleven years old at date of 
lalest report. Formerly having been reported to be of 
fair intelligence and an average worker, though being a 
spoiled child, all at once she seemed to degenerate. 
The teacher complained of her apathy ; she could not 
answer the simplest questions and is falling away behind 
her class. She was thought either stupid or negligent. 
Most of her time was spent in play ; she appeared indif- 
ferent, lazy, making no effort. In sewing alone was 
good work and satisfactory interest reported. 

When the case was referred to the school physician, 
the following diagnosis was submitted : Again certain 
deformities of mouth, teeth, etc. Enlarged tonsils, a 
nasal catarrh, adenoid vegetations ; a mouth breather ; 
slightly deaf and nearsighted. Frequent headaches. 
This diagnosis of course explains all the symptoms above 
described. The child did not answer the simplest ques- 
tions, because she did not hear them ; she could not 
follow blackboard directions because she did not see 
them. On the whole, her physical condition made it 
impossible for her to make mental exertion and to do 
justice to the work of the class. She was placed under 
treatment ; the tonsils were resected, the vegetation, 
removed. Now there is a general improvement, even 



RBLATIOK OE HEALTH TO COl^DUCT 35 

though it is indeed a slow process to overcome acquired 
habits which had been allowed to develop during a rela- 
tively long period. 

The attention of teachers must be called repeatedly 
to the bad effect which nasal obstructions and enlarged 
tonsils have upon the general mental habitus of a child ; 
mouth-breathers should be carefully singled out and 
placed under treatment. There are often aural defects 
resulting from such conditions, so that the sense of hear- 
ing is impaired. There is such a large percentage of 
children whose hearing, or vision, is defective, and who, 
their trouble not being rightly understood, are classed 
among the dull or obstinate and treated accordingly, 
that too much caution and conscientious observation 
cannot be recommended to the teacher. 

A few more typical cases : 

(3) A hoy of five (C.) — Teacher's report: — Quiet, 
phlegmatic ; sits in a loppy way in his chair as if tired 
out, and drags his feet in marching, lagging behind the 
other children. G-ives the impression that he is half 
asleep. 

Doctor's report :—^^ Large head and thickened joints. 
Eickets.'' 

Treatment prescribed. Eesult : Now improving in 
every way. 

(4) A hoy of six (F.): — Formerly the pride of the 
kindergarten, in spite of his youth. Showed fine reason- 
ing ability, was deeply interested in everything, bright, 
active, inventive. Then all of a sudden the teachers 
noticed that he looked very pale, seemed tired, had lost 
interest, and that everything was such an effort to him. 

Doctor's report : ^' Indications of a mild form of 



36 CHILD STUDY FOR SCHOOLS 

chorea " — that curse of precocity. Eest and treatment 
have cured the boy. 

(5) A girl of twelve (S.) — Very active, bright, inter- 
ested. Suddenly falling behind, with signs of great 
nervousness. 

Doctor's report : — " Her nervousness seems to have 
had its origin in an attack of rheumatism two years 
ago, which appears to have been very severe. There is 
also a cardiac murmur indicative of an affection of the 
heart, and there is some chorea. ^^ 

The parents were advised under these circumstances 
to take the child from school. With rest, treatment, 
and home training, she is now well on the way to im- 
provement. 

(6) A hoy of eleven (P.) — Very bright, very inaccu- 
rate, working for effect. Lacks persistence and will- 
power — slyly mischievous. Changing from alert atten- 
tion to listlessness. Not truthful. 

Doctor's report : — '' Physically poorly developed. 
Narrow, uneven chest, signs of former rickets. Also 
curvature of the spine. '^ 

Little is to be done for this boy, at least at present. 
His queer ways must be tolerated and made the best of. 
He is fond of art- work and does well in geography and 
science. 

(7) A girl of twelve (A.) — (colored) :— She was never 
very bright or attentive, according to the teachers' 
reports. Yet she seemed cheerful. Lazy and without 
effort. The teachers of her class recommended her dis- 
missal. 

A consultation with the mother and the school physi- 
cian revealed the fact that the girl was suffering from 



THE PERIOD OF PUBESCENCE 37 

grand mal (epilepsy) and was generally in poor health. 
On some days she was really too miserable to go to 
school, and yet she insisted on going. A few times, 
she was overcome by attacks of vertigo in the street, in 
going home from sqhool, and had to be attended to by 
pas?ers-by. 

Time and treatment were granted her. Gradually 
she picked up and is now improving steadily. The 
teachers^ reports show a very different girl : intelligent, 
bright, quick. The teacher who had been most em- 
phatic in demanding her dismissal, wrote : ^' She is 
one of the girls in the class upon whom I can best depend. 
Is anxious to do her best, and is doing very good work ". 
The only indications of her trouble still left are a cer- 
tain sensitiveness, excitable temper, occasional head- 
aches and nausea. 



The period of pubescence in boys and girls is one 
during which a great deal of care is required on the 
part of parents and teachers, especially as there is so 
much ignorance prevailing as to its physiological and 
psychological significance and requirements. It is a 
time of vital changes in the development of body and 
soul, and in the attitude assumed by the child towards 
life and duty ; it means an awakening and a conquest. 
It signifies, in the child, the first dawn of coming man- 
hood and womanhood, and any injury at this time to the 
integrity of a child^s soul and body can be rarely repaired 
by a life-long struggle to build- up again the broken 
ramparts of health, purity, and idealism. Leaving the 
children in ignorance of the significance and sacredness 
of the new function evolving in them is a poor way of 



38 CHILD STUDY FOR SCHOOLS 

fortifying them to meet the physical and moral dangers 
with which their path is beset at that time. At any 
rate, a careful study of individual children passing 
through this period will amply repay whatever effort 
may be bestowed on it, and will in many instances save 
a poor struggling soul from destruction. 

This development is often accompanied by very 
peculiar symptoms, which have seemingly nothing to 
do with the pubescent process, and yet are clearly 
indicative of it. Among both boys and girls there is a 
tendency to be boisterous, to defy authority and direc- 
tions, and to make awkward attempts at independence. 
Grirls particularly will be given to excitability degener- 
ating into hysterical conditions, or they will tell false- 
hoods without cause or provocation and be often 
very unreliable. If the period of pubescence, as is 
often the case, is also one of rapid growth, the children 
will be lazy and difficult to handle. These symptoms 
generally pass away as quickly as they come, though 
of course unskillful handling may perpetuate them. 
Sympathetic treatment, which need not lack firmness, 
will help the children to adjust themselves to their new 
conditions and to develop new and higher ideals of life. 

Teachers' and parents' meetings.— What the re- 
ports so far described may leave obscure, will become 
clearer and more intelligible by open verbal discussions. 
Such take place whenever the occasion demands it, be- 
tween the teachers, the director, and the parents, whose 
cooperation is constantly sought. In stated meetings, the 
teachers exchange their opinions on individual children, 
with constant reference to the records as filed, and the 
discussion and its results are carefully noted down. 



HOME.EEPOBTS 39 

There are also monthly meetings of teachers and par- 
ents whereby opportunity is afforded for much mutual 
help and information. Teachers often visit parents 
and children at their homes and thus establish a friendly 
relation between home and school, and ascertain many 
helpful facts concerning the home environment of the 
child ; while the parents will learn to appreciate the 
teacher in her or his private capacity as a lady or a 
gentleman. 

Home reports. — As in other schools, there is also 
another regular communication with the parents, viz., 
the home reports. These, however, differ in several 
essential points from the reports as ordinarily prepared. 
It hardly needs mentioning that there is no system of 
percentage marking ; the viciousness of this system 
which undertakes to size up a child^s proficiency and 
progress in an arithmetical formula is well known. 
Whatever may be said of the pupil can best be said in 
words adapted to the individual case. Words, there- 
fore, are used on these reports. They are given out only 
three times in the course of the school year : at Christ- 
mas, at Easter, and at the close of the year, in June. 

Furthermore, these reports do not contain a list of 
all the subjects taught, with a statement of progress in 
each, but rather a resume. At the times specified, the 
different teachers hand in their opinions of the pupils^ 
progress, together with explanatory remarks, if neces- 
sary, to the director of the school ; and he, on the basis 
of these statements, and after consultation of the gen- 
eral record of the children and also of the physician^s 
report, writes out the reports which are sent home. 
The cards look as follows : — 



40 



CHILD STUDY FOR SCHOOLS 



(upper side) 

n^^.^r. rr^TTT,o • i Thursdav and Friday, Maximilian P. E. Groszjiakn, 

UFFicE HOURS . 1 3_5 p_ ^^ Pd.D., Superintendent. 

The Ethical Culture Schools 



RKPOR.T KOR 



Grade 



Date 



Note.— Parents who desire to obtain detailed information as to the 
progress of their children in the different branches of instruction are invited 
to call at the office of the Superintendent at any time during- office hours, 
and also to consult with the Superintendent and teachers at the regular 
monthly parents' meetings. 

S^" If more frequent reports in writing on special branches are desired, 
they will be famished upon application to the Superintendent. 

J^" Parents are requested to sign this report, so that the children may 
return it to their Class Teacher on the day after it was issued ; otherwise 
the pupil is liable to be sent home from school. 

Form No. 83 

(reverse side) 



No. ^ Days Present 

" J^ " Absent 

" Times Tardy 

Conduct , 

Progress 

Deficient in 

Remarks 

Promoted to Grade 



The special reports mentioned on the upper side of 
this blank are filled out by the teachers directly : few 



KEPORT CARD 



41 



of them, however, have ever been issued as the parents 
were well satisfied with the ordinary reports. Follow- 
ing is a reproduction of the blanks used for this pur- 
pose : 

(upper side) 

r)^<^li^Tr.^!' TTniTT!* • * Thursday and Friday, Maximilian P. E. Groszmann, 

OFFICE HOURS. -^ 3-5 P.M. Pd.D., Superintendent. 

The Ethical Culture Schools 



Pupil's Name ~ 

Orade Date. 

Superintendent's Signature^ 



Parenfs Signature, 
Form 84 



(reverse side) 

SPECIAL REPORT 



SUBJECTS 


PROGEESS 


TEACHER'S 1 
SIGNATURE . 



















































42 CHILD STUDY FOR SCHOOLS 

The value of this system will be better understood by 
the following sample reports : 
(1) Report for L. {hoy). — Grade VII. 
Date, Dec. 1, 1895. 

Conduct : — Not always satisfactory. 
Progress : — Not satisfactory. 
Deficient in geometry, algebra, history, geog- 
raphy, music, and work instruction. 
Remarks : — It is as yet doubtful whether he will 
learn to control himself. His mischievousness 
and inclination to become vulgar have given 
much trouble. 



(2) Report for G. (girl).— Grade lY. 
Date, April 1, 1896. 

Conduct : — Fair. 

Progress : — Fair. 

Eemarks : — Is not doing her best. Somewhat 

domineering, and needs tactful, firm manage- 
ment. 
Date, June 1, 1896. 

Conduct : — Fair. 

Progress : — Fair. 

Deficient in grammar. 

Eemarks : — Promoted to V Grade on trial. 
Date, Dec. 1, 1896. Grade V. 

Conduct : — Improving. 

Progress : — Fair. 

Eemarks : — Beginning to develop the right atti- 
tude in work and manner. 



RErORTS 43 

(3) Report for F, (5oy)— Grade III. 
Date, December 1, 1895. 

Conduct : — Not very satisfactory. 
Progress : — Fair. 

Deficient in composition, music, and designing. 
Eemarks : — Is capable of doing much better 
work, but- is careless. Seems deeply interested 
in the manual branches. 



(4) Report for H. (%).— Grade YII. 
Date, December 1, 1895. 

Conduct : — Generally satisfactory. 
Progress : — Generally satisfactory. 
Eemarks : — Only fair in art work. On the whole, 
while doing well, he might still do better, 
were it not for occasional lapses into careless- 
ness. 
Date, April 1, 1896. 

Conduct : — Satisfactory. 
Progress : — On the whole, satisfactory. 
Deficient in arithmetic. 

Remarks : — As he has shown improvement, his 
falling off in mathematics is particularly re- 
markable. 
Date, June 1, 1896. 

Conduct : — Satisfactory. 
Progress : — On the whole, satisfactory. 
Deficient in mathematics. 
Eemarks : — Promoted to YIII Grade. 
Date, December 1, 1896. Grade VIII. 
Cjonduct : — Satisfactory. 



44 CHILD STUDY FOR SCHOOLS 

Progress : — Fair to satisfactory. 

Eemarks : — Immature, and difficult to reach. 

His imagination is not very elevated. Possesses 

manual skill. 



(5) Report for E, {girl).—GYSidLe Yl. 
Date, December 1, 1895. 

Conduct : — Not satisfactory. 
Progress : — Not satisfactory. 
Deficient in most branches. 
Eemarks ; — Unless a decided improvement is 
observed at an early date, it may become neces- 
sary to drop E's name from our list of pupils. 
Date, April 1, 1896. 
Conduct : — Only fair. 
Progress : — Not very satisfactory. 
Deficient in natural science, art, and mechanical 

drawing. 
Eemarks : — There is a slight improvement. She 
is good-hearted but often ill-mannered, and 
does not sufficiently exert herself. 
Date, June 1, 1896. 

Conduct : — Satisfactory. 
Progress : — Fair. 
Deficient in G-erman and art. 
Eemarks : — Promoted to VII Grade. 
Date, December 1, 1896. Grade VII. 
Conduct : — Satisfactory. 
Progress : — Only fair. 
Deficient in Latin. 



EEPORTS 45 

Kemarks : — Seems to have reached the limit of 
her intellectual development. Has improved 
much in conduct and character. 



(6) Report for G. {ffirl).—Grside VI. 
DatCj December 1^ 1896. 
Conduct : — Satisfactory. 
Progress : — Slow. 

Remarks : — Tries hard enough. Her physical* 
condition needs attention. 



(7) Report for B. (%).— Grade V. 
Date, December 1, 1895. 

Conduct : — Not always satisfactory. 

Progress : — Fair. 

Deficient in German and mathematics. 

Remarks : — Is at times ill-mannered and imper- 
tinent. 
Date, April 1, 189^. 

Conduct : — Satisfactory. 

Progress : — On the whole, satisfactory. 

Remarks : — Steadily improving. 
Date, June 1, 1896. 

Conduct : — Satisfactory. 

Progress : — Fair to satisfactory. 

Remarks : — Physically weak. 

Promoted to VI Grade. 
Date, December 1, 1896. Grade VI. 

Conduct : — On the whole, satisfactory. 

Progress : — On the whole, satisfactory. 



46 CHILD STUDY FOE SCHOOLS 

Remarks : — Slow, earnest, helpful. Has apti- 
tude for art work. 
(8) Report for M(I)oy).—GYSidelV. 
Date, December 1, 1895. 

Conduct : — Satisfactory. 

Progress : — Fair. 

Deficient in composition and mathematics. 

Remarks : — Successful in art. Has of late given 
evidence of great carelessness. 
Date, April 1, 1896. 

Conduct : — Satisfactory. 

Progress : — Fair. 

Deficient in geometry. 

Remarks : — Very careless in everything, even 
about his personal appearance, which needs 
attention decidedly. Weak in English. 
Date, June 1, 1896. 

Conduct : — Satisfactory. 

Progress : — Fair. 

Remarks : — Still too immature. Not promoted. 
Date :— Dec. 1, 1896. 

Conduct : — Generally satisfactory. 

Progress : — Satisfactory. 

Remarks : — Somewhat restless and inclined to be 
mischievous : well-intentioned. 



As there is likely to be much doubt as to the suf- 
ficiency of these reports, the writer may be permitted 
to quote some of the arguments which were presented 
dn favor of this method, in the earnest discussions which 



FEEQUEKCY OF REPORTS 47 

preceded the final adoption of the plan by the faculty 
of the school. 

The characteristic features of the system illustrated 
here are, once more, first that the reports are given at 
long intervals ; secondly, that instead of a long list of 
statements on all the different subjects taught in a class, 
a summary of general progress is given, with the addition 
of explanatory remarks when deemed necessary ; that 
words are used instead of figures; and lastly that. the 
teachers do not make out these reports directly, but 
that the director condenses their individual and detailed 
statements into the form of a pointed message to the 
parents. 

Freiiuency. — EegardiDg the frequency of the re- 
ports, the element of time and energy spent must be 
considered, as a monthly report would involve an enor- 
mous amount of labor. Class teachers teach a number 
of subjects to an entire class ; in the Ethical Culture 
schools, most of the teachers give lessons in more than 
one class, some in all classes where reports are given ; 
this means reporting on 100-200 children. Even if the 
system of instruction were of the mechanical recitation 
kind where daily marks are given, so that the report 
would merely mean an arithmetical average, the month- 
ly reports would consume much energy which could be 
applied to better purpose. But in a school where the 
lessons are conducted in a different spirit, where edu- 
cation, spiritual and mental growth, and inspiration are 
aimed at rather than examinable knowledge, and where 
the child's individuality is studied and respected, the 
making of a most ordinary statement on a child is a 
matter of no little difficulty. 



48 CHILD STUDY FOR SCHOOLS 

To say with any degree of certainty whether a child 
is progressing or not, is often a puzzling problem, not 
easily solved in short stated intervals, and in a few 
words. It may be said that it should be easy for a 
teacher to say as much on a monthly report as he can 
say to a parent at a parents' meeting. But the fact is 
that even at such meetings, when the teacher has time 
to express himself fully in a personal interview with a 
parent ; when his gestures, the expression of his face 
and the tone of his voice, help in making his meaning 
clear, — that even then it is not always an easy matter 
to answer the parents' questions in a satisfactory man- 
ner. How much more difficult is it then to express an 
opinion in a few stated words on a written report, un- 
aided by those helps which the spoken word affords ! 

At any rate, it will be advisable for the teacher to 
consult his records and notes on each child as far as 
such can be kept ; to look over the work done during 
the month, and to try to recall as much of the child's 
doings tliroughout this period as will enable him to say 
conscientiously whether there was progress or not. 
This means many hours of work, and it is plain that 
this time is lost somewhere. Certainly, such a waste 
of energy on the part of the teacher appears entirely 
disproportionate to the good it may do. It ought to be 
added that when teachers and director, as far as special 
cases are concerned, are in constant communication with 
the parents, even apart from the parents' meetings, 
formal reports at stated intervals appear still less neces- 
sary. 

Then there are certain subjects which, in a well 
regulated course of instruction, will not occur very 



GEN'ERAL SUMMARIES 49 

frequently in the course of a month ; progress or retro- 
gressive tendencies in such, as e. g., shop work or art, 
will not manifest themselves very plainly during short 
periods of observation. But, really, this is true of all 
branches ; sudden changes in a child^s progress will be 
observed only at critical times, which do not occur simul- 
taneously in all children of a certain clas?. A longer 
period of observation will enable the teacher to do 
greater justice to a pupirs real development than any 
brief interval can possibly afford : and it is therefore 
unavoidable that frequent reports would induce a tend- 
ency to become formal and mechanical. 

General summaries. — Then a pedagogical treat- 
ment of subjects requires that they should be classified 
and correlated. A report putting estimate upon in- 
dividual branches tends to neglect this correlation, to 
emphasize division rather than relationship, to repre- 
sent the school work in segments, and to ignore the 
proper relation of important divisions of the same sub- 
ject. Accidental and minor details assume undue im- 
portance, unconsciously perhaps, from a sincere desire 
to make the best showing possible for the pupil. 

Thus the teacher falls a victim to the system and 
violates some of the fundamental principles of peda- 
gogy by reporting on single educational activities and 
isolated means, in order to bring the pupil to an arti- 
ficial standard. 

While such a system may lead to a knowledge of 
many things, it fails to give that unity of consciousness, 
which, we are told, is so essential to the development of 
a strong personal character. 

If the cards were marked separately by each teacher, 



50 CHILD STUDY FOR SCHOOLS 

that is, in each subject, there would be from ten to- 
twenty items on each report. A multiplicity of details 
is confusing. It is a question whether the average 
parent would be able to disentangle from this mass the 
central thought, " The child's work is satisfactory. '' 

An examination of any one card is sufficient to show 
that the scholar has been studied individually. The 
spirit of the school breathes in every word. If the 
work has not been satisfactory, the reasons are sought 
and carefully explained upon the reports. Rebuke i& 
given in a tender manner which can leave no question 
as to the human interest felt for the child. 

Difficulty of marking subjects.— But suppose 
progress in all the different subjects should be marked 
— in what way is the marking to be done ? Figures arer 
justly objected to, and words preferred. But unless a 
complete sentence or two of variable content is used in 
every case to express the meaning of the teacher, the 
selection of words will be confined to a small group of 
terms, such as good, satisfactory, fair, poor, falling 
behind, keeping his own, making progress, and the like. 
Unless these terms are well graded in their relative 
value, child and parent will be confused as to their 
meaning, and questions as, '' Is satisfactory more than 
making progress '^ or ^^Is fair as good as keeping his 
own ", and the like, will become numerous. And if 
they are well graded, the use of figures in place of the 
words is only a matter of convenience. The pupils (and 
their parents) will count up the '^ goods '^ '^making 
progress ", etc., as mechanically as they did the ^'ones^ 
•^nwos'', or the 90 ^ 80 ^ and the like. 

Then what standard is to be accepted ? The class 



EEPORT FROM THE DIRECTOR 51 

standard ? This varies each year, and with every new 
teacher, and according to departments. The child's 
individual capacity ? That is sometimes difficult to 
determine, especially from the standpoint of a depart- 
ment teacher, and it is a factor of variable character, 
besides meaning a different thing in different studies. 
In either case, the same marks will mean different 
things for different pupils, in different classes, and in 
different subjects. Besides, the standards of the differ- 
ent teachers, each representing a different attitude and 
individual conception of what the child ought to do or 
might -do, differ so much that a mutual agreement 
as to the meaning of marks has been proved to be 
practically impossible. All this, if the reports are to 
contain statements on each subject, must needs produce 
confusion and dissatisfaction in both child and parent ; 
while if the general result of the child^s efforts is sum- 
med up by the director of the school, all these incon- 
gruous marks may be harmonized and given their due 
share in valuing a child's standing in the class. 

Report from the director. — It may be said that 
the teachers' marks should be directly reported to the 
parent, and that a system which makes the teachers lose 
their identity in a general statement by the director, 
tends to weaken their relations to pupil and parents. 
Indeed, there are few schools where a closer relation 
between the teachers and the pupils and their parents 
is encouraged than in this, and the reports will neither 
weaken nor strengthen the teachers' position. Or rather, 
it has been shown that they might really weaken it by 
the misunderstandings which so often arise in conse- 
quence of the usual inability of the scholar to appre- 



53 CHILD STUDY FOR SCHOOLS 

ciate the true meaning and proportionate value of a 
mark. 

Then, it must not be forgotten that the director par- 
ticipates in an essential manner in the teaching of 
every single subject taught in the school. His position 
may be compared to that of the president of a society 
who is an ex-officio member of every committee. He 
directs the whole work of the school, examines the 
written exercises of every individual child, observes the 
pupils in their classes, watches over their health, re- 
ceives, studies, annotates, and acts upon all the reiDorts 
handed in by the teachers on each individual child, 
and keeps the record of all cases of discipline. Hence, 
he naturally forms a better balanced judgment of the 
children and understands them better than any indi- 
vidual teacher could do ; the report made out by him 
on the basis of all this intimate acquaintance and of the 
direct reports by the teachers to him will therefore be 
of greater value than the mere marking by the teacher. 

Competition. — Finally, an enumeration of marks in 
the different subjects will stimulate the children's am- 
bition in an undue degree. The pupils will compare 
their reports, and a spirit of envy, pride, or resentment 
will spring up. The ambition to do better than others 
is developed. The tendency of the school ought to be 
to remove incentives to rivalry, and simply to encourage 
the pupils to do their best, no matter whether their 
best is better or worse than another's best. " Not fail- 
ure, but low aim is crime." 

The children should learn to share cheerfully the joy 
of others in attaining success, and to stand by those 
who fail. Any system of reports that establishes a false- 



PROMOTION — GRADUATIOi^ 53 

standard of success ; that elevates details to the dignity 
of wholes and essentials ; that distorts the organic 
relation of subjects in the general scheme of educational 
effort ; that invites the pupils to work for marks, and 
to compare these in a mechanical manner, is prejudicial 
to the best interests of the children and of the school. 

Promotion. — It is natural that with such a system 
of records and reports on each individual child, promo- 
tions will cease to be a matter of arithmetical com- 
putation. Whether it is best for a child to repeat a 
term^s work, or to try its strength at the new tasks of a 
higher grade, can be decided not only on the ground of 
tests which are intended to ascertain how much of a 
lower grade's work is understood or remembered, but 
depends also on the moral fitness, physical condition, 
and intellectual maturity of the child. There are cases 
imaginable when a term^'s work is really not quite com- 
pleted, and it may yet be deemed advisable to place the 
pupil into the higher class so that the harder lessons 
may act as a stimulus and inspirati-on. On the other 
hand, the child may have attained an average success 
in mastering the lessons of one class, and still not be 
fit to take up new work. Promotion on trial is just as 
helpful as placing a child in a class on trial, at the time 
of admission. Promotions, then, are discussed and 
decided upon in teachers^ meetings. 

O-raduation. — The same course is naturally adopted 
with reference to graduations. The same individual- 
ization which characterizes all the dealings with the 
pupils of the school, is insisted upon here. This means 
that no attempt is made to press all the candidates for 
graduation into one common mould, or to have one in- 



54 CHILD STUDY FOR SCHOOLS 

variable standard. The manual child has as much 
right to have his special excellencies recognized as the 
literary child ; and similarly an artistic nature should 
not be forced into the Procrustean bed of an average 
conformity. 

Certain minimum requirements must be met, of course, 
to give evidence of an eif ort to secure as much of an all 
^round education as an individual pupil is capable of 
attaining ; but beyond this minimum, there should be 
a willing recognition of individual limitations and ex- 
cellencies. A pupil, for instance, who is destined by 
nature to become a mechanical engineer and for whom, 
perhaps, a manual training high school will open its 
doors, ought not necessarily to be expected to pass the 
same examination as is required of one who will take 
up college work in philology and philosophy. 

At any rate, the system of child study described here 
includes the application of an individual standard of 
proficiency in regard to graduation. E^en where there 
is no special excellence, as long as faithful work has 
been done, and the teachers agree that a longer stay in 
the school would convey no benefit to the pupil, a so- 
called Leaving Certificate is granted which is indeed to 
be kept distinct from the Graduating Certificate, but 
implies no disgrace. 

Both certificates, however, — and this is a character- 
istic feature of this system — are accompanied by a 
detailed statement of the pupil's proficiency in the 
various branches of instruction. It is plainly stated 
on the diploma which the graduates receive, that such 
a report is sent to the parents and that a copy of it is 



STAN-DING OF PUPILS 55 

kept on record at the office of the school. On the Leav- 
ing Certificates, this report is written out directly. 

Again it is thought best to quote some of these re- 
ports in full, to illustrate their meaning and character. 

(1) Standing of (girl of fifteen years). Gradu- 
ated from this school (date) — . 

Character : — A girl of good talent and strong charac- 
ter. Excellent in thought, with natural and fluent 
expression. Self-possessed to an unusual degree, and 
eager to do the right thing under any circumstances. 
Of noble aspirations, inclining strongly to the artistic 
conception of life and nature. 

EnglisJi : — Originality and accuracy characterize her 
work. A good thinker. Her reading is excellent, her 
grammar good, and her compositions reveal the clear- 
ness of her reasoning, her power of adequate expression, 
and the genuineness of her feelings. 

Mathematics. — In arithmetic she has done very good 
work. In Geometry, her work was excellent, remark- 
able as well for clearness of thought as for accuracy and 
neatness of execution. Her work in algebra was good. 

History {national and universal) : — Her interest in 
the study was very great and her work conscientious 
and successful. 

Geography. — General hold of the work strong ; grasps 
easily relations, causes, etc. Especially good in map- 
drawing. 

Elementary natural science. — Having attended this 
school only for about two years, she has not finished 
the entire course, but her work has been uniformly 
very good. 

Art worK — At the head of her class in art work ; she- 



56 CHILD STUDY EOR SCHOOLS 

possesses decided talent, aud with her conscientious 
efforts, has accomplished excellent results. 

Manual w or h : — Does not do well the practical part 
of the work ; is more interested in the artistic side. 
Has, however, always been painstaking. 

German, — She has shown considerable interest in the 
study, and made good progress. She has acquired a 
fair ability of reading and translating easy G-erman 
prose. 

Vocal music. — Has done conscientious work, and has 
taken great interest in music, though at first she did 
not like the study. Has a soprano voice. 

Gymnastics. — Good. 

Remarhs. — Entered VI Grade, October 6, 189-. 

Teachers' signatures . 8u;pH. 

(2) Standing of (girl of 18). Graduated from 

this school (date) — . 

GJiaracter. — A faithful and conscientious girl of fair 
intelligence. She has a remarkable strength of will 
which needs guidance. She is most easily influenced 
by kindness while she will resent unsympathetic treat- 
ment. Good, honest, and of sterling character. Eather 
intense than quick. A loving nature, of strong feelings. 

English. — She has done generally satisfactory work. 
A fair reader. Grammatically correct. A good thinker, 
though weak in expression. 

Mathematics. — She has done very good and conscien- 
tious work in arithmetic. In geometry, she did not 
exhibit great originality of thinking, but has acquired 
a fair understanding of the subject. Did fair work in 
algebra. 



STANDIiq-G OF PUPILS 57 

History {national and universal). — Did faithful work 
with fair success ; her memory is stronger than her 
imagination, and she has therefore not acquired a very 
deep insight into historic problems, though her knowl- 
edge of facts is satisfactory. 

Geography, — Did satisfactory work on the side of 
memory power. 

Elementary natural science. — Having entered only 
two years ago, she has not finished the entire course in 
science, but the work which she has done was good. 

Art ivorh. — Very steady at her work, and though she 
possesses but little talent for art, she has achieved fair 
to good results. 

Manual work. — Can do the practical part of the work 
as directed. Has shown taste for millinery. Greatly 
improved in all her sewing since last year. 

German. — She has shown interest in the study and 
done good work ; she is able to read and translate easy 
German prose. 

Vocal music. — Has shown a fair degree of interest in 
music. She sings soprano, but has not a strong voice. 

Gymnastics. — Good. 

Remarhs. — Entered September, 189-, as a pupil of 

VII Grade. Graduate of public school, June, 

189-. Sup't. 

Teachers' signatures . 



(3) Standing of (girl of 16). Graduated from 

this school (date) — . 

Character. — A girl not easily understood by all. A 
most unselfish nature, with strong sympathies for right 
and justice. Greatly hampered by her weak expression. 



58 CHILD STUDY FOK SCHOOLS 

which often hides very strong and original thought. 
Her strength is developed in the line of ethics and his- 
tory rather than in matters of fact and practical life. 
Emotional and impulsive. 

English. — Has done very good work in all branches 
of English instruction, though not possessing the power 
of fluent expression. A good reader. Shows power 
in interpreting the thought of others. 

Mathematics. — Although without much talent for 
mathematics, she has done her work faithfully and has 
made fair progress in it. 

History {national and universal). — She has shown 
very great interest in the study and done excellent work 
in it. She has a very vivid imagination and a clear in- 
sight into some of the large historic questions ; her 
emotions are easily stirred and her sympathies are 
always on the right side. 

Geography, — -Progress very satisfactory ; has grown 
decidedly, and possesses a good foundation in the work. 

Elementary natural scie?ice. — She has finished the 
course in a painstaking manner, though her work has 
not been in every way satisfactory. 

Art luorlc. — Has very little patience for careful work 
in art, and her results have therefore been fair only. 

Manual ivork. — Has very little manual ability, but 
spares no efforts to carry out the work as well as she 
can. 

German. — She has shown interest in the study and 
made satisfactory progress. She has acquired a fair 
ability of reading and translating easy German prose. 

Vocal music. — She has done conscientious work in 



STANDING or PUPILS 59 

music. She sings soprano with great confidence, 
though her voice is better adapted for the contralto. 

Gymnastics. — Good. 

Remarlcs. — Entered VI Grade September, 189-. 

Teachers' signature . 8upH. 



(4) Standing of (boy of 16). Graduated from 

this school (date) — . 

Character. — A boy of sound moral character ; not 
very intellectual, but painstaking and conscientious. 
Will always do the best he can. Good-natured and of 
a sunny temperament, though somewhat sensitive. 

English, — Naturally deficient in power of expression, 
but his work shows care and thought. A fair reader. 

Mathematics. — Has completed the course in arithme- 
tic and is fairly quick and accurate with figures. He 
went through a course in inventional geometry and 
mensuration ; his work was faithful, without any sign 
of marked ability. He studied algebra, up to and 
partly including quadratics. His work was fair. 

History {national and universal). — He has studied 
United States, ancient, and medieval history. Has, 
shown a fair understanding and considerable interest 
in the work ; is better on the side of memory for facts 
than on the side of reasoning. 

Geography. — Progress very satisfactory. Grasps easily 
relatfons and geographical principles. 

Elementary natural science. — He has completed the 
course satisfactorily. His work has been good through- 
out. 

Art worh. — Has hardly any talent for art, but has 
done satisfactory work in drawing and modeling. 



60 CHILD STUDY TOR SCHOOLS 

Manual ivorh. — He is capable of doing fair work. 
Has developed no talent for mechanical drawing, al- 
though quite interested in it. In shop work he is best 
at the lathe in brass-turning. 

German. — He has done some work in German, mainly 
translation of easy prose. His interest in the study and 
his progress in it were not very great. 

Vocal music. — Sings a fair alto, but his voice is not 
strong. 

Gymnastics . — Very good. 

Remarks. — Entered V Grade February, 189-. 

Teachers' signatures, . SupH. 



(5) Standing of (boy of 15). Graduated from 

this school (date follows). 

Character. — A very lovable, earnest, intelligent, and 
faithful boy with a strong sen^fe of duty and helpful- 
ness ; has overcome many difficulties by his persistent 
efforts. His disposition is kind, and his temperament 
cheerful. 

English. — His work has been faithful and painstak- 
ing, and his results were satisfactory. He shows some 
originality, but lacks a cultured vocabulary. 

Mathematics. — He took great interest and showed 
good understanding of the work. 

History {national and universal). — He made satis- 
factory progress. 

Geography. — Same as in history. 

Elementary natural science. — He has finished the 
work of the course in a thoroughly satisfactory manner. 
His interest deserves special recoguition. 

Art work. — Has shown great interest and love for 



STANDING OF PUPILS 61 

art, especially modeling. He works rapidly and inde- 
pendently, usually deciding about his advance work 
before that on hand is complete, that no time may be 
lost. In drawing his work shows strength and bold- 
ness. He is a most promising pupil. 

Manual tuorh. — He has done excellent and remark- 
ably intelligent work both in mechanical drawing and 
in shop work. He is careful in manipulation and accu- 
rate in construction. 

German. — He speaks the language fluently and has a 
fair knowledge of the grammar. He is fond of read- 
ing German. 

Vocal music. — He has a good understanding of the 
subject as it has been presented. He has at present an 
alto voice of good quality, though not strong. He reads 
readily. 

Gymnastics. — Good. 

Remarks. — Born Sept. 10, 188-, entered kindergar- 
ten 188-. Has given part of leisure time during the 
latter part of his school life, to work in support of the 
family to whom he has always been a diligent, willing, 
and cheerful helper. 

Teachers' signatures, . SupH. 



(6) Standing of — — (boy of 15 years). Graduated 
from this school (date) — . 

Character. — A good boy, thoroughly honest and re- 
liable. His principal fault is a certain weakness which 
makes him too easily influenced by others, and which 
shows itself also in some lack of persistent effort. He 
is, however, gaining strength in this direction. His 



62 CHILD STUDY FOR SCHOOLS 

intellectual ability is fair, better on the mathematical 
than on the literary side. 

English. — He has no pronounced linguistic faculties, 
but has greatly improved of late. He now possesses 
the power to use clear and direct language, and to ex- 
press his thoughts with some readiness. Reads much 
and well. 

Mathematics. — He has shown interest and done good 
and creditable work. 

History {national and universal). — His work was 
fair. 

Geography. — Same as in history. 

Elementary natural science. — His work has been 
entirely satisfactory, and his interest in science has been 
marked. 

Art luorh. — Has not shown marked ability, though 
there are some indications that he has latent power. 
He usually works slowly and with too little vigor. To 
B new medium he does not readily adapt himself, but 
with familiar material he is more successful. 

Manual work. — He always took a deep interest and 
did good work both in mechanical drawing and in work 
instruction. He was, however, most successful in 
mechanical drawing and did very careful and highly 
creditable work in this branch. 

German. — He showed a good understanding 0/ the 
authors read. He possesses a very good, practical 
knowledge of the language and is fairly well grounded 
in grammar. 

He took an elementary course in Latin and did fair 
work in it. 

Vocal music. — He understands the subject as it has 



STA:t^DING OF PUPILS 63- 

been presented. For about two years he has sung alto. 
His voice is pleasant but not strong. 

Gymnastics. — Very good. 

Remarlcs. — Entered Fourth Grade October^ 189-. 

Teachers' signature, . Sup't. 

(7) Standing of (boy of 15 years). Grraduated 

from this school (date) — . 

Character. — A boy of great intellectuality, many- 
sided, full of life, a natural leader. Combines in a 
peculiar manner literary, scientific, and artistic facul- 
ties. He is good hearted, but somewhat frivolous, and 
vacillating in his efforts. His influence is not always 
for the good. 

English. — Has accomplished original and excellent 
work. Possesses the faculty of expression in an unusual 
degree. Has keen appreciation of literary value. 

Mathematics.- — He did very good work and often dis- 
played original thought. 

History {national and universal). — He took great in- 
terest in the study and showed especially good ability in 
discussion. 

Geography. — Grood. 

Elementary natural science. — He has finished the 
course with much credit to himself. He is particularly 
interested in this work, and devoted a great deal of his 
leisure time to independent study. For several years 
he has been making collections. 

Art loorlc. — Though he possesses manual skill and 
has in many ways given evidence of ability in artistic 
production, his actual work in the class-room has of 



64 CHILD STUDY FOR SCHOOLS 

late been a disappointment. He lacked application and 
earnestness. 

Manual worh. — He did earnest and faithful work and 
tried his utmost to keep up with his class ; but his 
ability for manual production is limited. He did some- 
what better in shopwork than in mechanical drawing. 

German. — His work was very good, both in grammar 
and in literature. 

In Latin he lacked interest and consequently did 
only fair work. 

Vocal music— ^Q has special talent in this direction. 
He reads easily, and for several years has carried the 
soprano or alto part as he was needed. He has the 
qualities which would enable him to become a musical 
director if, when older, he should desire to fit himself 
for the work. 

Gymnastics. — Very good. 

Remarlcs. — Entered September, 188-. 

Teacliers' signatures, ~~ — . Sujft. 



(8) Standing of (girl of 16 years). Graduated 

from this school (date) — . 

Character. — A very faithful, lovable child, though 
not strong in reasoning power. Delicate physically. 
In spite of her weakness, she has applied herself with 
great energy and steadiness to all her work. Her 
strength lies especially in mechanical execution ; she is 
a model of neatness. Somewhat timid and retiring, 
but capable of strong feelings. 

English, — She does not belong to the linguistic class 
of pupils. In fact, she has little language faculty. 



STANDING OF PUPILS 65 

but uses fairly correct English and is painstaking in 
expression. 

Mathematics. — Fair. Her mind is not capable of 
doing much mathematical reasoning. 

History {national and nniversal). — Fair. 

Oeogra'pliy. — Fair. 

Elementary natioral science.— On the biological side 
her interest has been marked, and her results good. 
She is weak on the mathematical side of the work. 

Art work — Has shown unusual abilities in certain 
directions. Her modeling has been good ; her drawings 
are strikingly neat and interesting, though they are 
frequently faulty in proportion. Is imitative, but not 
creative. 

Manual worh. —S\iQ has done very conscientious work. 
Has little idea of style, and no eye for color combina- 
tion. She will always do well with the technical part 
of the work, though she has no independent ideas. 

German. — Has worked faithfully, but is deficient in 
those parts of the subject which require a clear compre- 
hension of the meaning of the rules, and reasoning 
power. 

Vocal music. — She has a soprano voice of good quality 
and reads music of ordinary difficulty. 
Gymnastics. — Good . 

Remarlcs. — Entered second grade 18S-. 

Teachers' signatures . 8up't. 



(9) Standing of (boy of 16 years). Graduated 

from this school (date) — . 

Character. — A somewhat peculiar boy of varying 
moods, who has, however, made rapid strides toward 



66 CHILD STUDY FOR SCHOOLS 

developing gentlemanly traits. Hia intelligence is 
rather limited ; he has been most successful in the 
objective and manual part of the work. 

UnglisJi. — His work is extremely weak — he is dis- 
tinctly non-literary. When he is interested in his sub- 
ject he can make himself at least understood, and some- 
times his turn of phrase is not unhappy ; but if his 
subject bores him — is literary — he writes as lamentable 
English as one need see. 

Mathematics. — His work in this subject is fair. 

History (national and universal) and geography. — 
He showed interest in the work, and completed the 
course in a satisfactory manner. 

Elementary natural science. — He has covered the 
course with credit to himself. His interest and under- 
standing are both deserving of praise. 

Art worh, — Has made great progress, and has im- 
proved greatly in his general attitude in class. In 
drawing, fair sense of construction. Lacks fineness of 
perception. 

Manual work. — He was interested in this department 
and has done good work, especially in shop work. He 
took a deep interest in forging. In execution he is good 
except in the details of the work, which to him do not 
seem as important as they ought. 

German. — His previous knowledge of the language 
enabled him to accomplish the work with great ease. 

Oymnastics. — Did fair work. 

Remarks. — Entered our kindergarten October 3, 
188-. 

Teachers' signatures, . Sup't. 



LEAYIKG CERTIFICATE 67 

SPECIMEiq- OF A LEAYIKG CERTIFICATE 

This is to certify that (girl of 16 years), lias 

been a pupil of this school since Sept. 11, 189-, hav- 
ing attended the sixth, seventh, and eighth grades. 

This certificate is granted to her on leaving the eighth 
grade of the school, in recognition of her faithful work. 

Final Report 

Character. — Weak in general knowledge and on the 
reasoning side, though she has a certain amount of 
literary individuality and originality. She combines 
gentleness and depth of feeling with somewhat unpol- 
ished manners. On the whole, a reliable and interest- 
ing girl. 

English. — She has a decided literary bent — she wants 
to read — she wants to write — she turns instinctively to 
good poems, essays and novels ; but her own expression 
is heavy, unwieldy, and complicated. She has made 
strides this last year and if she tries can eventually 
write better than the average girl. 

Mathematics. — Her work in this subject was fair. 

History and geography. — She showed interest in the 
work and completed the course in a satisfactory manner. 

Elementary natural science. — Her work has been 
faithfully performed to the best of her ability, but her 
memory and power of reasoning in natural science are 
little developed. 

Art wor^.— Fair in work, but has no talent for art. 
In drawing she has fair ability. Work was very uneven. 

Manual wor^.— Has to fight hard against a tendency 
to do careless and even slovenly work. Her results 
.show that she has been pretty successful. On the whole, 
her work is very satisfactory. 



68 CHILD STUDY FOR SCHOOLS 

Mechanical drawing. — Has done good work in me- 
chanical drawing, and works quite fast and accurately. 
She was deeply interested in the factory excursions. 

Foreign languages. — Her progress in German has 
been retarded by the fact that a majority of the class 
were farther advanced than she, and consequently the 
work has been somewhat beyond her ability. Latin. — 
Knows the paradigms fairly well. Rather weak in 
translation. 

Gymnastics. — Worked faithfully, and did well in 
general. 

Teachers' signatures . Sup't. 



This review of practical child study in its applica- 
tions to the special needs of the school has been given 
with all the hesitancy which is the natural result of the 
consciousness that all this is experimental, and perhaps 
crude in detail ; yet also with the gratifying sense of 
approximate success in at least one institution. The 
system has worked well, and has established most pleas- 
ant relations between the pupils, their parents, and the 
school. It is here presented with the hope that its 
merits may be tested elsewhere. 

The writer may be permitted to state a few general 
conclusions, tentatively, which have presented them- 
selves to him as a result of this work. 

First. — There seems to be sufficient evidence to show 
that in schools individual child study is necessary. 

Second. — That a broad and generous course of study, 
including all the typical activities of the human mind,- 
is in itself a far-reaching test of individual ability. 

Third. — That observations by several specialist teach- 



GENERAL CONCLUSIONS 69 

ers on the same child, especially if they are extended 
over a series of consecutive years, are particularly val- 
uable for securing a just appreciation of a child^s indi- 
viduality. 

Fourth. — That admissions, reports, promotions, and 
graduations, can be pat on a rational basis, without re- 
sorting to a formal system of marks. 

Fifth. — That the cooperation of school physicians 
with the school authorities will in many instances pre- 
vent the development, or check the progress of disease. 

Sixth. — That moral and intellectual variations in a 
child are often symptomatic of physical defects and 
changes. 

Seventh. — That pupils who are in any way abnormal 
so that they need special treatment or may endanger 
the moral or intellectual health of a class, particularly 
^''stutterers, emotional prodigals and nervous defec- 
tives ^'* should be removed from the regular classes. 

But the main result of this experiment is the cer- 
tainty that all depends upon the spirit in which the 
work is undertaken. Pedagogy, while having its scien- 
tific side, is, as has been said in the beginning, in its 
practical aspect an art, and it partakes of religious 
fervor and idealism. As Felix Adler put it on some 
occasion : Every religion became a powerful influence 
through the peculiar form in which it personified a 
working idea, an ideal, in which it symbolized the 
eternal. The child is such an embodiment of an ideal, 
— it is the symbol of eternal youth, and hope, and 
future salvation. In it, all our highest aspirations and 

*The '' Suggestibility of Children ", by Maurice H. Small— Pedagogical 
Seminary— December, 1896. 



70 CHILD STUDY FOR SCHOOLS 

expectations center^ as through ever present childhood 
the hope of a perfect humanity is gradually becoming 
realized. Pedagogy is an art ; yea, even a sacred art. 

Sympathy and love are the keys that unlock the 
child's soul to us. He who explores the child- 
kingdom steps on holy ground. We must take off our 
shoes, spiritually speaking, before we enter here, for 
precious mysteries, great inspirations, and sacred revela- 
tions await us. True, the work must be undertaken in 
a scientific spirit, but not in the sense that the child* 
is a combination of material forces that can be taken 
apart mechanically. We cannot dissect a child^s inner 
life, as we can its dead body. 

The child is a living, sensitive instrument, from 
whose delicate strings only the caressing fingers of 
the inspired master can produce a full harmony. The 
child will show itself at its best only when it becomes 
one with us in love, and sympathy, and trust. Do not 
let us think that by making testff> measurements, and 
observations, by recording '^ facts" and writing up lists 
and papers, by reporting interesting occurrences and 
the like with the zeal of the experimenter and statis- 
tician, we have done our share and have solved the 
problem of methods in child study. We must approach 
the child with tenderness and reverence ; we must live 
with it and make it a part of our own life, if we desire 
to understand it. If I were to express the fundamental 
principle of child study in one sentence, it would be 
this : " Love the cliild, and it toill reveal itself unto 
you ! " 




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